AISSA Audit Tool - Australian Curriculum
ENGLISH 3 - 5
Audit Code
Y
Covered in Current Curriculum
X
Does not exist in Current Curriculum document
E
Exists in current document but needs reworking
D
Exists in current document but at different year level
L
Located in another curriculum area
PD
Needs Professional Learning
R
Additional Resources required
C
See Comment
AISSA Audit Tool - Australian Curriculum
ENGLISH
Audit
Code
Year 3 Content Descriptions
Year 4 Content Descriptions
Audit
Code
Year 5 Content Descriptions
Language
Language
Language
Understand that languages have different
written and visual communication systems,
different oral traditions and different ways of
constructing meaning (ACELA1475)
Understand that Standard Australian English is
one of many social dialects used in Australia,
and that while it originated in England it has
been influenced by many other languages
(ACELA1487)
Understand that the pronunciation, spelling and
meanings of words have histories and change
over time (ACELA1500)
Language variation and change
Language variation and change
Language variation and change
Language for interaction
Language for interaction
Language for interaction
Examine how evaluative language can be varied
to be more or less forceful (ACELA1477)
Understand differences between the language
of opinion and feeling and the language of
factual reporting or recording (ACELA1489)
Understand how to move beyond making bare
assertions and take account of differing
perspectives and points of view (ACELA1502)
Text structure and organisation
Text structure and organisation
Text structure and organisation
Understand that paragraphs are a key
organisational feature of written texts
(ACELA1479)
Understand how texts are made cohesive
through the use of linking devices including
pronoun reference and text connectives
(ACELA1491)
Understand that the starting point of a sentence
gives prominence to the message in the text
and allows for prediction of how the text will
unfold (ACELA1505)
Understand that successful cooperation with
others depends on shared use of social
conventions, including turn-taking patterns, and
forms of address that vary according to the
degree of formality in social situations
(ACELA1476)
Understand how different types of texts vary in
use of language choices, depending on their
purpose and context (for example, tense and
types of sentences) (ACELA1478)
AUDIT CODE
Y
Covered in Current Curriculum
L
Located in another curriculum area
X
PD
Understand that social interactions influence the
way people engage with ideas and respond to
others for example when exploring and
clarifying the ideas of others, summarising
students' own views and reporting them to a
larger group (ACELA1488)
Understand how texts vary in complexity and
technicality depending on the approach to the
topic, the purpose and the intended audience
(ACELA1490)
Does not exist in Current Curriculum Document
Needs Professional Learning
E
R
Audit
Code
Understand that patterns of language
interaction vary across social contexts and types
of texts and that they help to signal social roles
and relationships (ACELA1501)
Understand how texts vary in purpose, structure
and topic as well as the degree of formality
(ACELA1504)
Exists in current document but needs reworking
Additional Resources required
D
C
Exists in current document but at different year level
See Comment
AISSA Audit Tool - Australian Curriculum
ENGLISH
Audit
Code
Year 3 Content Descriptions
Year 4 Content Descriptions
Audit
Code
Year 5 Content Descriptions
Know that word contractions are a feature of
informal language and that apostrophes of
contraction are used to signal missing letters
(ACELA1480)
Recognise how quotation marks are used in
texts to signal dialogue, titles and quoted
(direct) speech (ACELA1492)
Understand how the grammatical category of
possessives is signalled through apostrophes
and how to use apostrophes with common and
proper nouns (ACELA1506)
Identify the features of online texts that
enhance navigation (ACELA1790)
Identify features of online texts that enhance
readability including text, navigation, links,
graphics and layout (ACELA1793)
Investigate how the organisation of texts into
chapters, headings, subheadings, home pages
and sub pages for online texts and according to
chronology or topic can be used to predict
content and assist navigation (ACELA1797)
Expressing and developing ideas
Expressing and developing ideas
Expressing and developing ideas
Understand that verbs represent different
processes, for example doing, thinking, saying,
and relating and that these processes are
anchored in time through tense (ACELA1482)
Investigate how quoted (direct) and reported
(indirect) speech work in different types of text
(ACELA1494)
Understand how noun groups/phrases and
adjective groups/phrases can be expanded in a
variety of ways to provide a fuller description of
the person, place, thing or idea (ACELA1508)
Identify the effect on audiences of techniques,
for example shot size, vertical camera angle
and layout in picture books, advertisements and
film segments (ACELA1483)
Understand how adverb groups/phrases and
prepositional phrases work in different ways to
provide circumstantial details about an activity
(ACELA1495)
Explain sequences of images in print texts and
compare these to the ways hyperlinked digital
texts are organised, explaining their effect on
viewers’ interpretations (ACELA1511)
Learn extended and technical vocabulary and
ways of expressing opinion including modal
verbs and adverbs (ACELA1484)
Explore the effect of choices when framing an
image, placement of elements in the image,
and salience on composition of still and moving
images in a range of text types (ACELA1496)
Understand the use of vocabulary to express
greater precision of meaning, and know that
words can have different meanings in different
contexts (ACELA1512)
Understand that a clause is a unit of meaning
usually containing a subject and a verb and that
these need to be in agreement (ACELA1481)
AUDIT CODE
Y
Covered in Current Curriculum
L
Located in another curriculum area
X
PD
Understand that the meaning of sentences can
be enriched through the use of noun
groups/phrases and verb groups/phrases and
prepositional phrases (ACELA1493)
Does not exist in Current Curriculum Document
Needs Professional Learning
E
R
Audit
Code
Understand the difference between main and
subordinate clauses and that a complex
sentence involves at least one subordinate
clause (ACELA1507)
Exists in current document but needs reworking
Additional Resources required
D
C
Exists in current document but at different year level
See Comment
AISSA Audit Tool - Australian Curriculum
ENGLISH
Audit
Code
Year 3 Content Descriptions
Year 4 Content Descriptions
Audit
Code
Year 5 Content Descriptions
Understand how to use sound–letter
relationships and knowledge of spelling rules,
compound words, prefixes, suffixes,
morphemes and less common letter
combinations, for example ‘tion’ (ACELA1485)
Incorporate new vocabulary from a range of
sources into students’ own texts including
vocabulary encountered in research
(ACELA1498)
Understand how to use banks of known words
as well as word origins, prefixes, suffixes and
morphemes to learn and spell new words
(ACELA1513)
Recognise high frequency sight words
(ACELA1486)
Understand how to use strategies for spelling
words, including spelling rules, knowledge of
morphemic word families, spelling
generalisations, and letter combinations
including double letters (ACELA1779)
Recognise uncommon plurals, for example ‘foci’
(ACELA1514)
Audit
Code
Recognise homophones and know how to use
context to identify correct spelling (ACELA1780)
Literature
Literature
Literature
Discuss texts in which characters, events and
settings are portrayed in different ways, and
speculate on the authors’ reasons (ACELT1594)
Make connections between the ways different
authors may represent similar storylines, ideas
and relationships (ACELT1602)
Identify aspects of literary texts that convey
details or information about particular social,
cultural and historical contexts (ACELT1608)
Literature and context
Literature and context
Literature and context
Responding to literature
Responding to literature
Responding to literature
Develop criteria for establishing personal
preferences for literature (ACELT1598)
Use metalanguage to describe the effects of
ideas, text structures and language features of
literary texts (ACELT1604)
Use metalanguage to describe the effects of
ideas, text structures and language features on
particular audiences (ACELT1795)
Draw connections between personal
experiences and the worlds of texts, and share
responses with others (ACELT1596)
AUDIT CODE
Y
Covered in Current Curriculum
L
Located in another curriculum area
X
PD
Discuss literary experiences with others, sharing
responses and expressing a point of view
(ACELT1603)
Does not exist in Current Curriculum Document
Needs Professional Learning
E
R
Present a point of view about particular literary
texts using appropriate metalanguage, and
reflecting on the viewpoints of others
(ACELT1609)
Exists in current document but needs reworking
Additional Resources required
D
C
Exists in current document but at different year level
See Comment
AISSA Audit Tool - Australian Curriculum
ENGLISH
Audit
Code
Year 3 Content Descriptions
Year 4 Content Descriptions
Audit
Code
Year 5 Content Descriptions
Examining literature
Examining literature
Examining literature
Discuss the nature and effects of some
language devices used to enhance meaning and
shape the reader’s reaction, including rhythm
and onomatopoeia in poetry and prose
(ACELT1600)
Understand, interpret and experiment with a
range of devices and deliberate word play in
poetry and other literary texts, for example
nonsense words, spoonerisms, neologisms and
puns (ACELT1606)
Understand, interpret and experiment with
sound devices and imagery, including simile,
metaphor and personification, in narratives,
shape poetry, songs, anthems and odes
(ACELT1611)
Creating literature
Creating literature
Creating literature
Create texts that adapt language features and
patterns encountered in literary texts, for
example characterisation, rhyme, rhythm,
mood, music, sound effects and dialogue
(ACELT1791)
Create literary texts by developing storylines,
characters and settings (ACELT1794)
Create literary texts that experiment with
structures, ideas and stylistic features of
selected authors (ACELT1798)
Literacy
Literacy
Literacy
Identify the point of view in a text and suggest
alternative points of view (ACELY1675)
Identify and explain language features of texts
from earlier times and compare with the
vocabulary, images, layout and content of
contemporary texts (ACELY1686)
Show how ideas and points of view in texts are
conveyed through the use of vocabulary,
including idiomatic expressions, objective and
subjective language, and that these can change
according to context (ACELY1698)
Discuss how language is used to describe the
settings in texts, and explore how the settings
shape the events and influence the mood of the
narrative (ACELT1599)
Create imaginative texts based on characters,
settings and events from students’ own and
other cultures using visual features, for example
perspective, distance and angle (ACELT1601)
Texts in context
AUDIT CODE
Y
Covered in Current Curriculum
L
Located in another curriculum area
X
PD
Discuss how authors and illustrators make
stories exciting, moving and absorbing and hold
readers’ interest by using various techniques,
for example character development and plot
tension (ACELT1605)
Create literary texts that explore students’ own
experiences and imagining (ACELT1607)
Texts in context
Does not exist in Current Curriculum Document
Needs Professional Learning
E
R
Audit
Code
Recognise that ideas in literary texts can be
conveyed from different viewpoints, which can
lead to different kinds of interpretations and
responses (ACELT1610)
Create literary texts using realistic and fantasy
settings and characters that draw on the worlds
represented in texts students have experienced
(ACELT1612)
Texts in context
Exists in current document but needs reworking
Additional Resources required
D
C
Exists in current document but at different year level
See Comment
AISSA Audit Tool - Australian Curriculum
ENGLISH
Audit
Code
Year 3 Content Descriptions
Year 4 Content Descriptions
Audit
Code
Year 5 Content Descriptions
Interacting with others
Interacting with others
Interacting with others
Use interaction skills, including active listening
behaviours and communicate in a clear,
coherent manner using a variety of everyday
and learned vocabulary and appropriate tone,
pace, pitch and volume (ACELY1792)
Use interaction skills such as acknowledging
another’s point of view and linking students’
response to the topic, using familiar and new
vocabulary and a range of vocal effects such as
tone, pace, pitch and volume to speak clearly
and coherently (ACELY1688)
Use interaction skills, for example paraphrasing,
questioning and interpreting non-verbal cues
and choose vocabulary and vocal effects
appropriate for different audiences and
purposes (ACELY1796)
Plan and deliver short presentations, providing
some key details in logical sequence
(ACELY1677)
Plan, rehearse and deliver presentations
incorporating learned content and taking into
account the particular purposes and audiences
(ACELY1689)
Plan, rehearse and deliver presentations for
defined audiences and purposes incorporating
accurate and sequenced content and
multimodal elements (ACELY1700)
Identify characteristic features used in
imaginative, informative and persuasive texts to
meet the purpose of the text (ACELY1690)
Identify and explain characteristic text
structures and language features used in
imaginative, informative and persuasive texts to
meet the purpose of the text (ACELY1701)
Listen to and contribute to conversations and
discussions to share information and ideas and
negotiate in collaborative situations
(ACELY1676)
Interpreting, analysing, evaluating
Identify the audience and purpose of
imaginative, informative and persuasive texts
(ACELY1678)
Read an increasing range of different types of
texts by combining contextual, semantic,
grammatical and phonic knowledge, using text
processing strategies, for example monitoring,
predicting, confirming, rereading, reading on
and self-correcting (ACELY1679)
AUDIT CODE
Y
Covered in Current Curriculum
L
Located in another curriculum area
X
PD
Interpret ideas and information in spoken texts
and listen for key points in order to carry out
tasks and use information to share and extend
ideas and information (ACELY1687)
Interpreting, analysing, evaluating
Read different types of texts by combining
contextual , semantic, grammatical and phonic
knowledge using text processing strategies for
example monitoring meaning, cross checking
and reviewing (ACELY1691)
Does not exist in Current Curriculum Document
Needs Professional Learning
E
R
Audit
Code
Clarify understanding of content as it unfolds in
formal and informal situations, connecting ideas
to students’ own experiences and present and
justify a point of view (ACELY1699)
Interpreting, analysing, evaluating
Navigate and read texts for specific purposes
applying appropriate text processing strategies,
for example predicting and confirming,
monitoring meaning, skimming and scanning
(ACELY1702)
Exists in current document but needs reworking
Additional Resources required
D
C
Exists in current document but at different year level
See Comment
AISSA Audit Tool - Australian Curriculum
ENGLISH
Audit
Code
Year 3 Content Descriptions
Year 4 Content Descriptions
Audit
Code
Year 5 Content Descriptions
Use comprehension strategies to build literal
and inferred meaning and begin to evaluate
texts by drawing on a growing knowledge of
context, text structures and language features
(ACELY1680)
Use comprehension strategies to build literal
and inferred meaning to expand content
knowledge, integrating and linking ideas and
analysing and evaluating texts (ACELY1692)
Use comprehension strategies to analyse
information, integrating and linking ideas from a
variety of print and digital sources (ACELY1703)
Creating texts
Creating texts
Creating texts
Reread and edit texts for meaning, appropriate
structure, grammatical choices and punctuation
(ACELY1683)
Reread and edit for meaning by adding,
deleting or moving words or word groups to
improve content and structure (ACELY1695)
Reread and edit student's own and others’ work
using agreed criteria for text structures and
language features (ACELY1705)
Write using joined letters that are clearly
formed and consistent in size (ACELY1684)
Write using clearly-formed joined letters, and
develop increased fluency and automaticity
(ACELY1696)
Develop a handwriting style that is becoming
legible, fluent and automatic (ACELY1706)
Use software including word processing
programs with growing speed and efficiency to
construct and edit texts featuring visual, print
and audio elements (ACELY1685)
Use a range of software including word
processing programs to construct, edit and
publish written text, and select, edit and place
visual, print and audio elements (ACELY1697)
Use a range of software including word
processing programs with fluency to construct,
edit and publish written text, and select, edit
and place visual, print and audio elements
(ACELY1707)
Plan, draft and publish imaginative, informative
and persuasive texts demonstrating increasing
control over text structures and language
features and selecting print, and multimodal
elements appropriate to the audience and
purpose (ACELY1682)
AUDIT CODE
Y
Covered in Current Curriculum
L
Located in another curriculum area
X
PD
Plan, draft and publish imaginative, informative
and persuasive texts containing key information
and supporting details for a widening range of
audiences, demonstrating increasing control
over text structures and language features
(ACELY1694)
Does not exist in Current Curriculum Document
Needs Professional Learning
E
R
Audit
Code
Plan, draft and publish imaginative, informative
and persuasive print and multimodal texts,
choosing text structures, language features,
images and sound appropriate to purpose and
audience (ACELY1704)
Exists in current document but needs reworking
Additional Resources required
D
C
Exists in current document but at different year level
See Comment
AISSA Audit Tool - Australian Curriculum
Comments
AUDIT CODE
Y
Covered in Current Curriculum
L
Located in another curriculum area
X
PD
Does not exist in Current Curriculum Document
Needs Professional Learning
E
R
Exists in current document but needs reworking
Additional Resources required
D
C
Exists in current document but at different year level
See Comment
AISSA Audit Tool - Australian Curriculum